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Supporting Transition: Lessons learned from Nurse Internship & Residency © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying.

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Presentation on theme: "Supporting Transition: Lessons learned from Nurse Internship & Residency © 2003 - 2008 Vermont Nurses In Partnership, Inc. All rights reserved. No copying."— Presentation transcript:

1 Supporting Transition: Lessons learned from Nurse Internship & Residency © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 1 Vermont Nurses In Partnership Susan A. Boyer, RN, M.Ed., FAHCEP

2 VNIP Collaborative approach © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 2  Origins: N urse leadership group  Inclusive of various practice settings, specialty services, academia, & regulation  Goal: To Implement a statewide nurse internship  Supports “transition to practice”  Applicable in multiple HC settings  Environment of nurture & support  Process: Based in Preceptor Program (Clinical Coaching)  Requires preceptor development/support

3 Transition to practice © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 3 3 levels of internship were needed 1. New graduate transition 2. New to specialty 3. Undergraduate

4 What we have learned from:  Twelve years of statewide program implementation  Serving the full continuum of care  With ongoing data collection, analysis, and program revision based on evidence  Using formative & summative research  An evolving project, product and process © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 4

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9 Why Preceptorship?  Builds one on one relationship  Improves satisfaction, retention, and orientation process  Provides bridge between theory and reality  Develops capability  Protects and ensures safety for patient, new care provider and organization  Collects evidence of competence © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 9

10 Why mentorship? © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 10  Ongoing development of clinical capability  Support through 2 nd & 3 rd phases of Boychuk’s “Transition Stages”  Development of nursing judgment  Development towards proficient practice  Transition within the profession  Deciding how and where you fit within the nursing profession

11 Transition to practice  Nurse Residency program  Requires core competency development  Extension of basic Internship Program  Addition of specific learning modules to support development during clinical mentorship period  Preceptors are the single most crucial element for successful development © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 11

12 © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 12 Psychomotor  Develop Precision  Articulation  Become automatic  Integrate related skills  Naturalization  Technical skills Affective Act upon Attitudes Develop value system Organize own values Adopt behavior Internalize value s Preceptors – to develop Clinical capability with emphasis on Nursing Judgment Targeting: Analyze – Evaluate - Synthesize

13 Preceptor Development What's the goal? © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 13  How do we determine “what to teach” in regards to development of preceptors and clinical coaches?

14 Establish our goal © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 14  Preceptors will collect evidence of clinical capability of the novice care provider.  Must effectively develop capability, wherever it is missing

15 Goal: To effectively develop & collect evidence of capability © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 15  Preceptors will require:  Effective Communication  Supportive Interpersonal Skills  Core teaching/learning principles  Foster critical thinking skills  Team process:  Relationship-based care  Relationship-based development

16 To develop capability © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 16  Preceptor roles & responsibilities  Teaching and learning theory  Learning styles, Novice to expert, Simple to complex, Principles of adult learning  Story-telling, Use of case scenarios, and/or practice with difficult situations  Collaborative team approach  Relationship-based process, Interpersonal issues, conflict management, Socialization

17 To validate capability © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 17  Define “competent practice”  Delegation, accountability, liability  Nurse practice act, job descriptions, P & P  Performance management  Communication & feedback  Assessment & evaluation of capability  Data collection  Validating performance, collecting evidence, complete documentation tools

18 © 2009 Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. vt-

19 Preceptor development © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 19  Preceptor Development & Support  Multi-disciplinary approach  Need to: Revise/update the preceptor model Develop high level preceptor workshops Consider recognition and reward Prioritize protector role Delineate evaluator/validator role Establish protocols

20 Core Concepts © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 20  Theory and evidence-based  Clearly defined expectations  Competency-based – COPA model  Concept focus rather than task, procedure, case-based  Preceptor development and support  Protector and Evaluator roles  Critical thinking development  Data collection/evaluation = Evidence based  Clinical coaching plans – “roadmap” for teaching & evidence collection that is based in the clinical setting

21 Program Outcomes: © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 21  Competence expectations standardized  Logical, simplified, consistent, objective  Same expectations for all staff  Targets critical thinking, judgment, reasoning  Clinical performance outcomes instead of traditional grocery list of “tasks & procedures”  Prioritizing evaluation, caring relationships, leadership, management & critical thinking  Concept-based vs. case or task-based

22 Program Outcomes: © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 22  Concepts & framework applicable across continuum of care  Suitable for full allied healthcare team  Statewide standardization of preceptor development and support  Evidence-based preceptor development  Focus on Preceptor’s role of ‘Protector’ for the patient and new graduate

23 VNIP: Collaborative Outreach © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 23 Electronic manuals with site license,  Roles, JD, survey tools and protocols  How to teach, how to foster critical thinking development  Tools for competency assessment  Tools for clinical coaching  PowerPoint Presentations, activities, notes, etc. for preceptor development  Same for intern development

24 VNIP: Collaborative Outreach © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 24 Consulting services & collaborative workgroup  Explanation of VNIP framework, core concepts, and key processes  Instruction specific to use & roles of various resource materials  Cyber-communications network  Expert contributors adding to resource pool  Web-based updates as they occur  Linkages for shared workshop delivery/participation

25 VNIP: Collaborative Outreach © Vermont Nurses In Partnership, Inc. All rights reserved. No copying without permission. 25  Key processes  Preceptor development and support  Critical thinking & critical thinking development  Data collection/evaluation of process change &/or effectiveness  Clinical coaching with instruction specific to various learning styles  Clinical Coaching plan development & use  Competency based evaluation – COPA model  Concept focused rather than case-based


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